The Influence of Metacognitive Instruction of Written Expression on Positive Transfer

This study examines the hypothesis that human instruction in metacognitive writing, together with writing software, will produce more effective internalization and transfer than either one alone. Two variables were investigated: (a) metacognitive instruction versus traditional teaching, and (b) Nvo, a writing software package, versus Qtext, a word processor. One-hundred-and-thirty- six seventh graders were randomly divided into four intervention groups, with the variables combined in a 2×2 array. Each group received 48 hours of intervention, spread over three months, as an integral part of the curriculum. Results showed a greater improvement in learning and positive transfer in the group exposed both to metacognitive instruction and Nvo.